Investigation of the relationship between the professional motivations of primary school teachers and the levels of reading to gain comprehensive skills to students

The aim of this research is to investigate the relationship between primary school teachers' professional motivation and their level of gaining students' reading comprehension skills. For this purpose, the relationship between the motivation of primary school teachers and the level of students gaining reading comprehension skills according to gender, age, educational status, duty, place of duty, class size, professional development and academic interests were examined. The sample of the research modeled with the descriptive survey model is 324 primary school teachers working in the province of Kars, selected by simple random sampling method. The Reading Comprehension Scale developed by Epçan and Erzen (2010) and the Primary School Teacher Motivation Scale developed by Öztürk and Uzunkol (2013) to determine the motivation levels of primary school teachers for the teaching profession were used in the research. As a result of the data analysis, it was found that the motivation variable did not differ significantly according to the age and class size factors; It was found that there were partial differences according to gender, educational status, duty, place of duty, professional development, and academic interests. It was concluded that there is a significant and positive relationship between the Vocational Motivation of Primary School Teachers and the general dimensions of Reading Comprehension Skills for Students. Keywords: Professional motivation, comprehension skill, reading skill, classroom teacher.